In the context of a digitally saturated society, Generation Z, those born after the 1990s, has grown up immersed in the internet and video game environments. Among these, violent video games (VVGs) have raised widespread concerns for their potential impacts on cognition, behavior, and mental health. Numerous studies have demonstrated that frequent exposure to violent content may increase adolescent aggression, suppress prefrontal cortex function, and elevate physiological stress levels. However, much of the existing literature centers on individual-level effects, with insufficient attention to the regulatory influence of broader social ecological systems and to cross-cultural differences in these mechanisms. This paper analyzes the multifaceted developmental influences of violent video games on Generation Z and to explore the buffering effects of social support in risk intervention. By reviewing relevant literature and synthesizing findings via the General Aggression Model (GAM) and social learning theory, it integrates evidence from neuroimaging, physiological stress responses, and behavioral patterns. The results show that violent video games greatly impair adolescents’ impulse control, sleep quality, and emotional regulation. Nevertheless, family values, school media literacy, and community digital programs play a protective role against risks, especially in collectivist cultures. Thus, effective teen mental health support requires multi-level, socially systemic interventions.

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The fast emergence of AI usage in education has provoked huge discussions on the role AI is playing in teachers' careers and practices. Despite AI's field improvement and personalized learning, it is widely believed that this technology may provoke educational inequality, harm teachers' autonomy, and undermine the human aspect of the teaching process. The current investigation expounds on two clashing views regarding AI’s role in education by providing arguments of its dangers, such as algorithmic biased thinking and overreliance, and of its high capacity in vocational training and resource enhancement. With the help of a systematic literature review, the research integrates scholarly arguments and empirical evidence from key sources to draw a conclusion on the tensions between the use of technological tools and the educational process driven by values. It is discovered that AI's merits are overturned by its challenges, which include the "Matthew Effect" in the distribution of resources and the gradual loss of teachers' agency. The study reports a view suggesting that a balanced, symbiotic type of relationship, namely where AI approaches the standardized tasks behind a teacher's back while teachers focus more on guiding ethical practices and developing critical thinking among students, is necessary to curb AI's negative impact without losing the integrity of education. Suggestions include institutional measures against prejudices, digital competences incorporation into professional teacher training, and multilevel AI introduction strategies to replace human pedagogical functions.

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The international dissemination of documentaries plays a crucial role in shaping national image and enhancing cross-cultural understanding. Taking the BBC documentary Mills Explores Ecological China as a case study, this paper analyzes its Chinese-English subtitle translation strategies through the lens of cross-cultural communication theory. Drawing on representative examples, the study focuses on culturally loaded expressions—such as plant names, symbolic imagery, and intergenerational knowledge transmission—and examines how translation techniques, including functional equivalence, cultural adaptation, and audience orientation, are employed. The analysis reveals that translators often adopt a hybrid strategy that combines domestication with explanatory foreignization. For instance, cultural metaphors like "见血封喉树" are translated into scientific terms like Antiaris toxicaria, supplemented with descriptive phrases such as "it's lethal" to retain communicative effectiveness while avoiding cultural misinterpretation. Similarly, expressions such as "文明与野性交界" are softened into "where wildlife meets humanity," aligning the narrative with global discourses of ecological harmony. These strategies reflect a balance between semantic accuracy and cultural acceptability, facilitating meaning reconstruction across different cultural contexts. This study contributes to the theoretical development of cross-cultural communication in ecological media contexts and offers practical insights for the translation of nature-themed documentaries. It highlights the translator's role not just as a linguistic mediator, but as a cultural negotiator. Ultimately, the research provides a foundation for enhancing the global communicability of China's ecological narratives through effective subtitle translation.

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With the combination of artificial intelligence and the education field continuously deepening, AI energizes individualized teaching, has become an important direction of the Digital transformation of education, but in practice, there are still some issues like the boundaries of AI capabilities, students' dependence on AI, and ethical risks. Therefore, this article is themed by “Construction of an individualized teaching model and research of practice approach in modern education in the artificial intelligence era” and focuses on studying and exploring the troubles that the application of AI in education is facing currently, by using the case analysis method and reference analysis method. Selecting the practice of Deepseek’s individualized teaching model in medical education and the application of blended teaching of AI and Knowledge graphs in math lessons as examples, respectively, analyzing the advantages and disadvantages of models, and on top of that, combining related articles to find a systematic solution for “AI + Education”. The research shows that the way to balance technology and education needs to improve technology, rebuild the teaching framework, and construct an AI ethical system, so that the individualized teaching mode can be sustainably developed in the AI era.

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